Fostering Emotional

Intelligence !
Pamela Carpenter, C-TAGME
Jaime Bruse, C-TAGME
Amy Kearns University of Utah
Charlene L. Rotandi, AB Stanford University
Teresa Beacham, MBA, C-TAGME,
Children’s Mercy Hospitals and Clinics
 Disclosure
•  No financial relationships to disclose
•  We have had no professional training
 Objectives
•  Define Emotional Intelligence (EI)
•  Demonstrate examples of EI in our
workplace
•  Explain individual’s EI scores
•  Practice and Coach EI
What is Emotional
Intelligence?

IQ

EI

Personality

 History of Emotional
Intelligence
Edward Thorndike Abraham Maslow Wayne Payne Peter Salovey & John Mayer
Components of Social Emotional Strength Introduces the term Publish article, “Emotional
Intelligence “Emotional Intelligence” Intelligence”
1950
1930 1985 1990

1975
Howard Gardner 1995
David Wechsler Introduces the concept 1987 Daniel Goleman
Components of of “Multiple Intelligence” Keith Beasly Emotional Intelligence:
Intelligence Uses the term Why It Can Matter More
1940 “Emotional Quotient” Than IQ.
 What is Emotional
Intelligence?
We, usually, make decisions based on emotions.
•  We are not Vulcan
 What is Emotional
Intelligence?
Why do we base decisions on emotions?
•  The Amygdala in our brain is made to help us
survive in a millisecond when danger is
present. It is sudden and doesn’t involve much
thought.
•  “Do this or you will be eaten/die.”
 What is Emotional
Intelligence?
•  The ability to identify and manage one’s
own emotions and the emotions of others
⎯  Develop and maintain good social
relationships
⎯  Solve problems under pressure
 What is Emotional
Intelligence?
A person with high emotional intelligence is:
1.  Aware of himself/herself
2.  Manages himself/herself
3.  Aware of others
4.  Manages his/her relationships with
others
We are NOT born with high EI!
 Benefits of EI in the
Workplace
•  Builds trust
•  Creates effective teams
•  Helps with conflict resolution and crucial
conversations
•  Higher job satisfaction/higher quality of life
•  High performing employees
•  Liberates your most authentic,
creative and powerful self
 Benefits of EI in Our
Workplace
•  We do work in teams
•  Working with learners requires empathy
•  We are mentors
 EI in Medicine
•  EI used as an indicator of overall resident
performance1
•  EI used to teach professionalism to
residents2
•  Found to have correlation or
application to ACGME Competencies3
•  Linked with stronger doctor-nurse and
doctor-patient relationships4
 Relating EI to the
Milestones
1  PC2 - Does not seek additional guidance when needed 
◦ Self Awareness

2  SBP1 - Efficiently coordinates activities of other team members to optimize care 
◦ Relationship Management

3  PBLI1 - Inconsistently self-reflects upon one’s practice or performance and inconsistently
acts upon those reflections 
◦ Self Awareness
4  PBLI3 - Responds to unsolicited feedback in a defensive fashion 
◦ Self Awareness

5  PROF1 - Consistently respectful in interactions with patients, caregivers and members of
the interprofessional team, even in challenging situations 
◦ Relationship Management

6  PROF1 - Lacks empathy and compassion for patients and caregivers 
◦ Social Awareness
 Relating EI to the
Milestones
1  PROF1 - Fosters collegiality that promotes a high- functioning inter-professional team 
◦ Relationship Management

2  PROF2 - Willingness to assume professional responsibility regardless of the situation 
◦ Self Management

3  PROF3 - Is sensitive to and has basic awareness of differences related to culture,
ethnicity, gender, race, age and religion in the patient/caregiver encounter 
◦ Social Awareness
4  ICS1 - Routinely engages in antagonistic or counter-therapeutic relationships with
patients and caregivers 
◦ Self Management / Relationship Management

5  ICS2 - Uses unidirectional communication that fails to utilize the wisdom of the team 
◦ Relationship Management

6  ICS2 - Resists offers of collaborative input 
◦ Self Awareness
Your EI
 High Scores
•  Scores of 14-20
•  This comes naturally to you
•  Even in high-stress situations, exhibit
these skills/traits
 Low Scores
•  Score of 7-13: probably needs developing
•  0-6: a perceived weakness
•  Research shows you can develop and
grow these abilities
•  Use strategies to enhance/build these
skills
 5 Components
•  Self-Awareness
•  Self-Management
•  Motivation
•  Empathy
•  Relationship Management
Self-Awareness
 Self-Awareness
•  Ability to recognize what you are
feeling
•  Understanding your habitual emotional
responses to events
•  Recognizing how your emotions affect
your behavior and performance
 Self-Awareness
High scores:
•  You see yourself as others see you
•  Have a good sense of your abilities
(realistic self-assessment)
•  Know your limitations
•  Self-confident
 Self-Awareness
Strategies to develop:
•  Work on identifying your emotions
•  Ask others how you are affecting them:
Seek and accept feedback
•  Work on admitting what you need to
change
•  Anticipate button pushers
Self-Management
Self-Management
•  Ability to stay focused and think
clearly when you have powerful
emotions (thinks before acting)
•  Controls or redirects disruptive
impulses and moods
•  Ability to suspend judgments
 Self-Management
High Scores:
•  Able to manage own emotional state
•  Does not easily panic
•  Takes responsibility for actions
•  Do not make hasty decisions that you
might later regret
•  Open to change/adaptable
•  Trustworthy
 Self-Management
Strategies to develop:
•  Control self talk
⎯  Eliminate ANT’s
(Automatic Negative Thoughts)

•  Work on not blaming others

•  Find others to learn from (seek out
mentors)
Motivation
 Motivation
•  Ability to use your deepest
emotions to move and guide you
towards your goals
•  Has a passion to work for
reasons other than money
or status
 Motivation
High scores
•  Able to take initiative
•  Perseveres in the face of
obstacles and setbacks
•  Goal-oriented
•  Optimism
•  Loyal
 Motivation
Strategies to develop:
•  Practice being positive (attitude)
•  Set SMART goals for yourself
•  Identify opportunities to take
initiative
Empathy
 Empathy
•  Ability to sense, understand and
respond to what other people are
feeling
•  Requires level of self-awareness
⎯  awareness of your emotions
allow you to read emotions of
others
 Empathy
High scores:
•  Sensitive to others
•  Service oriented
 Empathy
Strategies to develop:
•  Watch your body language
•  Actively listen
•  Put yourself in their shoes
before judging
•  Practice people watching
•  Be socially present
Relationship
Management
 Relationship
Management
•  Ability to manage, influence and
inspire emotions in others
•  Ability to find common ground
and build rapport
 Relationship
Management
High scores:
•  Able to handle emotions in
relationships
•  Able to influence and inspire
others
•  Fosters teamwork and
collaboration
 Relationship
Management
Strategies to develop:
•  Avoid giving mixed signals
•  Work to build trust with others by
keeping your word, being dependable,
and being reliable
•  Be honest and communicate boundaries
•  Set realistic expectations for yourself
and others
•  Acknowledge other people’s feelings
 Recognition Regulation

Self-
Personal Self-Awareness
Management
Competence

Motivation
Relationship
Social Empathy
Management
Competence
Practice Developing
Your Emotional
Intelligence
Think of an experience that was particularly stressful for you at work.
Visualize removing yourself from the situation.

Answer the following:

•  What did you do well? What worked?
•  What didn’t work?
•  What were you feeling? Were you aware of how you were feeling at
the time?
•  How did you feel about yourself? Did you have courage and faith in
your abilities?
•  Did your emotions influence the way you thought about yourself?
others involved? the event? How?
•  What do you think the other person was feeling? Is it uncertain or did
they state their feelings to you?
•  Was there open dialogue? Did you, respectfully, speak up for
yourself while allowing the other to contribute to the conversation?
Did you and the other person keep a respectful tone?
What did you learn?
Coaching Emotional
Intelligence
 

•  Actively listen and repeat back.  Ask questions.

•  Ask if they want someone to listen (they are just venting) or want your help or advice

•  Look for valid concerns and validate their feelings

•  Ask them to reflect on and identify what they are feeling

•  Encourage them to apologize whenever they are in error

•  Be calm even if they are not. Encourage breathing, if needed.

•  Do not participate in slander or destructive communication about others involved

•  Encourage them to believe in their worth

•  Motivate to persevere and accept setbacks

•  Be careful on your delivery of this piece of advice: Suggest EAP (employee assistance program) if they
need coping strategies

•  Be positive

•  Ask what is the outcome he/she wants most? (versus what problems they want to avoid, what they
think or fear might happen versus reality)

•  Respectfully encourage them to assume good intent for all parties involved.

•  Be honest, give feedback with empathy

•  Encourage to find common ground

•   Motivate to address problem versus letting things build up and get worse

•  If they are dealing with a power gradient or bully, suggest they get help. They cannot handle this on
their own.  i.e. get a mentor, help of a supervisor, PD, HR rep, etc.

•  Encourage direct communication with all parties involved.

•  Encourage to be assertive i.e. respectfully speak up for themselves (set up healthy boundaries,
express needs)

•  Help the individual to accurately assess the situation and realistically define a professional response
to parties involved.





Scenario #1
Scenario #2
Scenario #3
Scenario #4
What did you learn?
 Difficult Emotions
May not be able to coach. Can only control your
responses.
•  Conflict-averse leaders and team members
⎯  Encourage difficult conversations/negotiation
•  Passive aggressive behavior
⎯  Protect sabotage of others; assertively call the
behavior out (without risk to you)
 Difficult Emotions
•  Personality differences which increase
misunderstandings
⎯  Myers-Brigg®, True Color® Personality Tests
•  Bullies
⎯  Call for help
•  People acting out of fear
⎯  Try to find the reason for fear and address, if
possible
 Remember
•  You are probably too hard on yourself so accept
your strengths and believe that you can develop
and overcome your weaknesses.
•  No one is perfect: not you, not them.
•  If you are prone to ANTS, get help to stop.
 Remember
•  Assume good intent by default. You make your
life harder if you jump to conclusions
•  You are in a unique position to be a role model
•  Be courageous and committed to yourself
 References
1.  Talarico, J., Varon, A., Banks, S., Berger, J., Pivalizza, E., Medina-Rivera, G., ... Metro, D. (n.d.).
Emotional intelligence and the relationship to resident performance: A multi-institutional study. Journal of
Clinical Anesthesia, 2013, 181-187

2.  Taylor, C., Farver, C., & Stoller, J. (n.d.). Perspective: Can Emotional Intelligence Training Serve as an
Alternative Approach to Teaching Professionalism to Residents? Academic Medicine, Dec 2011,
1551-1554.

3.  Arora, S., Ashrafian, H., Davis, R., Athanasiou, T., Darzi, A., & Sevdalis, N. (n.d.). Emotional Intelligence In
Medicine: A Systematic Review Through The Context Of The ACGME Competencies. Medical Education,
2010, 749-764.

4.  Hui-Ching Weng, et al. Doctor’s Emotional Intelligence and the Patient-Doctor Relationship. Medical
Education, 2008, 703-711.

5.  Donnelly, J., Aboff, B., Burday, M. Deutsch, J. Identifying & Coaching Emotional Intelligence to Improve
Teamwork [PowerPoint slides]. Retrieved from http:// connect.im.org/d/do/5126

6.  Hughes, et al. (2009) Handbook for Developing Emotional Intelligence and Social Intelligence: Best
Practices, Case Studies, and Strategies. San Francisco, CA: Pfeiffer.

7.  Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.